TABLE OF CONTENTS
HANDBOOK Philosophy & Definition.………………………………………...…………….………………….…………………..1 Goals……………………………………………………………………………………………………………… ….2 Indicators of Giftedness………………………………………………………………………...……………………...3 Flowchart of Decision Making, Student Nomination, Referral, and Placement………………………………..……...4 Screening.…………….……………………………………………….………………………………………….…….5 Identification/Placement………………………………………………………………………………………………..6 Service Delivery Options……………………………………………………………….………………………………7 Service Delivery Options Descriptions…………………...…………………………….……………………………8-10 Service Delivery Options Match……………………………………………………………………………………11-12 Re-evaluation/Exit Criteria/Transfer Students ……………………………………………………………………….13 Program Personnel and Responsibilities……………………………………………………………………………14-15 Links to Other System Initiative Programs…………………………………………………………………………….16 Procedures to Resolve Disagreements….………………………………………………………………….………......17 Guidelines for Best Practices in AIG Education … … … … … … … … … … … … … … … … … ……………...18
FORMS: Screening Nomination Form………………………………………………………………………..…………………1-2 Gifted Behavior Scale………………………………………………………………………………………..………..3-4 Initial Nomination Needs Determination Team Decision Form………………………………………………………...5 Parental Permission for Assessment and Review……………………………………………………….………………6 Parent Interest Inventory………………………………………………………………………………………………...7 Student Interest Inventory…………………………………………………………………………………………….....8 Invitation to Conference ……………………………………………………….………………………………………..9 Individual Student Eligibility Form..…………………………………………………………………………………..10 Differentiated Education Plans……………………………………………………………………………………..11-13 High School DEP Cover Letter………………………………………………………………………………………...14 Individualized Differentiated Education Plan………………………………………………………………………….15 Placement Record and Parental Permission……………………………………………………………………………16 AIG Yearly Performance Review……………………………………………………………………………………...17
PHILOSOPHY The Cherokee County School System firmly believes that children who are gifted make up a diverse group with a variety of needs. Each gifted child is unique and shares certain characteristics with other children. Children who are gifted may have social needs that make them feel different from other children of their same age and experience. The learning needs of gifted children are also different from other children. Gifted students learn at a faster rate, and they have the ability to think with more complexity and abstraction. Services for children who are gifted must be a part of an overall educational program supporting excellence for all students. Gifted students must have a continuum of services that address their needs.
Realizing that students exhibiting exceptional
abilities exist in all ethnic, geographic, and socio-economic groups, we are committed to meeting diverse needs through providing an array of service options. These options are designed to maximize the students’ opportunities to develop and demonstrate gifted behaviors. Continuous staff development and collaboration among teachers, parents, administrators, and community members will facilitate gifted education. Education of gifted students is reflected in the mission statement for Cherokee County Schools. Cherokee County Schools mission is that every student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st century.
DEFINITION Academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated education services beyond those ordinarily provided by the regular educational program.
Outstanding abilities are present in students from all
cultural groups, across all economic strata and in all areas of human endeavor.
GOALS The Cherokee County School System is a student-centered, achievement-driven community that empowers students to become responsible citizens, to achieve career goals, to recognize the worth of all, and to continue learning in a changing world. By addressing the needs of academically/intellectually gifted learners, the system’s mission can be more effectively realized. The following goals summarize the purpose of gifted education in Cherokee County Schools: 1.
Appropriately identify academically/intellectually gifted students who require differentiated learning opportunities.
2.
Provide an array of service options designed to challenge and stimulate academically/intellectually gifted learners.
3.
Create and extend opportunities for parent and community involvement with academically/intellectually gifted learners.
4.
Collaborate with regular educators to improve learning experiences for all students.
5.
Ensure that Cherokee County teachers receive appropriate staff development and support and implement best practices for students with higher ability needs.
6.
Ensure that parents are aware of opportunities and service delivery for academically/intellectually gifted student, and ensure that parents are aware of student progress.
7.
Hold students who accept the challenge of programs for the gifted accountable for participation in opportunities offered for the intellectually and academically gifted and for performance at a higher level than is expected of students who are not identified as academically/intellectually gifted
8.
Restructure AIG service delivery at each school to reflect the service delivery options in the Cherokee County Schools’ AIG Plan.
9.
Increase the number of certified AIG staff who directly serve AIG students in our school system.
INDICATORS OF GIFTEDNESS OBSERVATION OF STUDENT BEHAVIOR Indicator of a student’s need for differentiation based on a student’s observable behavior in Learning Characteristics, Motivational Characteristics, Creativity, Leadership, and Adaptability. STUDENT PERFORMANCE Indicator of a student’s need for differentiation based on a student’s demonstrated mastery in academic areas. STUDENT ACHIEVEMENT Indicator of a student’s need for differentiation based on a student’s knowledge through a standardized test score or an End of Grade/End of Course test score. STUDENT APTITUDE Indicator of a student’s need for differentiation based on a student’s capacity for learning shown through an IQ score. STUDENT INTEREST Indicator of a student’s need for differentiation based on a student’s focus areas and/or curiosity shown through a formal interest questionnaire. Interest may also be demonstrated through student’s participation in extra-curricular activities. STUDENT MOTIVATION TO LEARN Indicator of a student’s need for differentiation based on a student’s commitment to pursue learning experiences shown through a formal motivation questionnaire or an analysis of school and/or outside of school activities.
CHEROKEE COUNTY SCHOOLS
FLOWCHART OF DECISION MAKING STUDENT NOMINATION, REFERRAL, PLACEMENT
STUDENT NOMINATION (Pool; Teacher/Parent nomination)
Wait and Watch
Initial Nomination Committee Review by the Needs Determination Team (NDT)
NO Permission
Seek Parental Permission to Test
Permission Received
Conduct Testing and Organize Information
NDT Conference to discuss Evaluation Results; Eligibility; Ways to meet Educational Needs: NO PLACEMENT
No Services Recommended at this
NDT Conference to discuss Evaluation Results; Eligibility; Parental Permission; PLACEMENT
Services Recommended – Select Appropriate Service Options and develop DEP/IDEP
Screening The first phase of the placement process will be a review of the general school population to determine which students may need further assessment and/or placement in the differentiated services of gifted education. Student screening procedures will be responsive to the diversity of potentially gifted students by giving particular attention to the culturally diverse, economically disadvantaged and the disabled. Workshops will be offered periodically for parents/guardians providing relevant information on nurturing gifted characteristics in developing children. The screening procedure will include the following:
A formal, broad-based sweep of the general school population using annual testing data will target students ranked in the upper 10 percentile in tested areas. This pool of students will be compiled and processed at each school by the AIG teacher. The AIG teacher will work with classroom teachers to determine which students should be nominated for evaluation. In addition to the formal broad-based sweep, nominations will be accepted from sources such as teachers, parents, and students who are knowledgeable and aware of a student’s need for differentiation. Information collected at the screening stage will lead either to nominate to the Needs Determination Team (NDT) or a decision that the student does not require further review at that time.
Identification/Placement Cherokee County Schools will use a multifaceted approach that will include indicators of potential giftedness. These indicators are the student’s observable behaviors, student performance, student achievement, student aptitude, student interest, and student motivation. Nomination data will be reviewed by the NDT in each school.
This committee will be
comprised of the AIG teacher, grade-level teacher(s), parent(s)/guardian(s), and an LEA representative. Other possible participants include the principal/assistant principal, school psychologist, counselors, additional teacher(s), parent(s) or other appropriate personnel as necessary. The function of this committee is to review all relevant student information and to then make recommendations regarding student eligibility. Eligibility and placement records will be maintained by the AIG teacher and reviewed annually. During review and the service delivery options match, the NDT will adhere to the following guidelines: No single criterion can eliminate a student from consideration. Information from any and all indicators may be used in matching students with appropriate service delivery options. Information from specific indicators may be given priority for specific service delivery options (e.g. math achievement/performance = advanced math class).
Service Delivery Options The service delivery options match phase is the actual matching of student need with appropriate service delivery options. The multiple indicators of giftedness that are summarized on the Individual Student Eligibility and Placement Record will be used to make the appropriate choices. When it is determined that a student is eligible and needs differentiated services, a Differentiated Education Plan (DEP) will be developed.
When developing the Differentiated
Education Plan, the needs of the vast majority of gifted students can be matched with the existing service delivery options. However, if no appropriate service delivery options exist, an Individualized Differentiation Education Plan (IDEP) will be developed.
Students who may need individual
consideration include under-achieving gifted, gifted with disabilities, high potential with culturally and economically diverse backgrounds, and the highly gifted. Student participation in the development of individual plans will be encouraged. Increasing levels of differentiation will be needed to meet the diverse needs of all students. The needs will range from what all students should have to what only a few are likely to need. Various service options and opportunities are required to meet the diverse needs of gifted students who function on many different levels. The Differentiated Service Delivery Options Match Charts for K-5, 6-8, and 9-12 summarize the array of service delivery options available to those students who show a need for differentiation. These charts present different learning environments, content modifications and special programs that are listed in the Differentiated Education Plan. These varying services, as well as those options available for students showing need for Extensive Differentiation, offer a comprehensive program to the students who attend Cherokee County Schools.
DESCRIPTIONS SERVICE DELIVERY OPTIONS GRADES K - 5 LEARNING ENVIRONMENT
Early Admission
Students enter kindergarten earlier than their peers. Specific guidelines must be met for early admission.
In-class Flexible Grouping
Students will be grouped together within a regular education classroom based on ability and/or interest
Subject Grouping
Students are grouped by interest and/or ability to study specific subject. Grouping may not be limited to identified gifted students, but may include other high achievers, etc.
Cluster Grouping
A cluster group of gifted students work together within a regular classroom for instructional purposes and for completion of specially designed curriculum units. These units are sometimes under the supervision of the AIG teacher in cooperation with the regular teacher. Students are grouped by interest and/or ability to study a specific subject.
Resource Support
The AIG teacher consults with the regular classroom teacher to provide guidance in grading, instruction, and linkages to interest groups for students working within the regular class.
Resource Services
Describes the full continuum of services provided by AIG teachers, ranging from indirect to direct services. Services may include collaboration, resource room pull-out with focus on reading, writing and math, etc.
Acceleration by Subject
Students are grouped for specific subjects based on their aptitude and/or performance.
Grade Acceleration
A student may be advanced an entire grade level.
Subject Skipping
A student may be advanced an entire grade level in one subject only; for examples, a first grader may take second grade math.
Content Modification and Special Programs Within each of the above service delivery options, appropriate content modifications and special programs will be implemented as specified in each student’s Differentiated Education Plan (DEP).
DESCRIPTIONS SERVICE DELIVERY OPTIONS GRADES 6-8 LEARNING ENVIRONMENT In-class Flexible Grouping Across Team Grouping
Subject Grouping
Cluster Grouping
Resource Support
Students will be grouped together within a regular education classroom based on ability and/or interest Each team identifies students performing at an advanced skill level and students are pulled together with one teacher during an instructional period. Groups may be reconfigured as teams decide appropriate. Students are grouped by interest and/or ability to study specific subject. Grouping may not be limited to identified gifted students, but may include other high achievers, etc. A cluster group of gifted students work together within a regular classroom for instructional purposes and for completion of specially designed curriculum units. These units are sometimes under the supervision of the AIG teacher in cooperation with the regular teacher. Students are grouped by interest and/or ability to study a specific subject. The AIG teacher consults with the regular classroom teacher to provide guidance in grading, instruction, and linkages to interest groups for students working within the regular class.
Resource Services
Describes the full continuum of services provided by AIG teachers, ranging from indirect to direct services.
Acceleration by Subject
Students are grouped for specific subjects based on their aptitude and/or performance.
Grade Acceleration
A student may be advanced an entire grade level.
Subject Skipping
A student may be advanced an entire grade level in one subject only.
Virtual High School/Online learning
Students take courses online.
Mentor Program
A student is paired with an individual whose career correlates with student interest and need.
Individualized Plan
Students involved in an independent plan may be working toward acceleration or enrichment. Students are carefully assessed and follow an individualized program while continuing to participate in regular class activities.
Content Modification and Special Programs Within each of the above service delivery options, appropriate content modifications and special programs will be implemented as specified in each student’s Differentiated Education Plan (DEP).
DESCRIPTIONS SERVICE DELIVERY OPTIONS GRADES 9-12 LEARNING ENVIRONMENT Open Enrollment Advanced Classes
Honors Courses
Advanced Placement (AP Courses)
Even though criteria have been established for entry into advanced courses, other students may elect to take the course if parents agree. Honors courses cover traditional content at an advanced level with emphasis on issues and themes as related to the topics. Although these courses are not limited to gifted students, they have clearly defined entry and exit criteria. The Advanced Placement Program, sponsored by the College Board, offers capable high school students the opportunity to take college-level courses and to receive credit or advanced placement by examination. Teachers usually receive AP training and follow a course description established by the College Board. These courses are designed for ambitious students who meet entry criteria. Also offered online.
Dual Enrollment College/University Courses
Dual enrollment allows students to be enrolled in high school and college at the same time online or on-site.
Internship program
A student gains knowledge and experience by working in a selected career field.
Specialized Electives
Student chooses enrichment electives designed to provide opportunities for pursuit of special interests or talents. Content is often advanced.
Resource Support
The AIG teacher consults with the regular classroom teacher to provide guidance in instruction, and linkages to interest groups for students working within the regular class.
Virtual High School/Online learning
Students take courses online.
Interactive Television Distance Learning
Students are instructed via video link.
Early College High School
New in 2006-2007, the Tri-County Early College High School allows students to earn both a High School Diploma and a two-year college degree in 4 years.
Content Modification and Special Programs Within each of the above service delivery options, appropriate content modifications and special programs will be implemented as specified in each student’s Differentiated Education Plan (DEP). lDistance Learning
CHEROKEE COUNTY SCHOOLS DIFFERENTIATED SERVICE DELIVERY OPTIONS MATCH FOR GRADE K – 5 SERVICE LEVEL
LEARNING ENVIRONMENT
CONTENT MODIFICATION Accelerated Reading Program
In-Class Flexible Grouping
Differentiation Required
Subject Grouping Cluster Grouping Resource Support Resource Services o Inclusion o Pull-aside Acceleration by Subject
Extensive Differentiation Required
Grade Acceleration Subject Skipping Early Admission
Accelerated Math Program Classroom Centers Computer-based Instruction
Differentiated Units Thematic Units Interest-Based Enrichment Advanced Writing Projects Academic Enrichment Curriculum Compacting
Independent Study
SPECIAL PROGRAMS
Battle of the Books Junior Beta Club Reading Incentive Program Continental Mathematics League WordMasters Odyssey of the Mind 4th/5th TIP Program Chorus In-House News Program National Current Events League Super Saturdays Field Trips DAR Essay Civic Oration Competition Special Interest Speakers Contests/Competitions Community Service Projects Special Interest Groups/Clubs Extracurricular Teams Summer Programs
CHEROKEE COUNTY SCHOOLS DIFFERENTIATED SERVICE DELIVERY OPTIONS MATCH FOR GRADE 6-8 SERVICE LEVEL
LEARNING ENVIRONMENT In-Class Flexible Grouping Across Team Grouping
Differentiation Required
Extensive Differentiation Required
Subject Grouping Cluster Grouping Resource Support Resource Services o Inclusion o Pull-aside Acceleration by Subject Virtual High School/online learning Mentor Program
Grade Acceleration Subject Skipping Individualized Plan
CONTENT MODIFICATION Accelerated Reading Program
Accelerated Math Program Advanced Science Accelerated/Advanced Classes Accelerated/Advanced Programs
Advanced Writing Projects Computer-based Instruction
Differentiated Units Academic Enrichment Interest-Based Enrichment Curriculum Compacting
Independent Study
SPECIAL PROGRAMS Junior Beta Club Battle of the Books Reading Incentive Program Continental Mathematics League Spelling Bee WordMasters Science Fair Odyssey of the Mind Afterschool Enrichment TIP Program Chorus In-House News Program National Current Events League Envirothon Super Saturdays Field Trips DAR Essay Civic Oration Competition Soil/Water Conservation Project Talent Search Special Interest Speakers Contests/Competitions Community Service Projects Special Interest Groups/Clubs Extracurricular Teams Summer Programs
RE-EVALUATION/EXIT CRITERIA Cherokee County Schools seeks to appropriately identify and place eligible students in the AIG program. However, the program may not be appropriate for all who qualify for it. No system of placement is perfect. In some cases it may be necessary to change a student’s placement to find a better match between the student’s needs and the academic program. Continued placement in this program may be reviewed and students may be exited from the program as the NDT deems necessary. A parent may decide that their child will be exited from the AIG program by requesting a conference with the NDT. At this time, the child is deleted from the AIG headcount. If, at a later date, the parent requests that the student be reinstated, the screening, referral, eligibility, placement, and services options match must begin anew.
TRANSFER STUDENTS Any student who transfers into Cherokee County School who has participated in a program for academically or intellectually gifted students will be review by the NDT to determine local eligibility. Placement of students is based on the individual student’s need for differentiated education and follows general placement procedures. Every effort shall be made to obtain appropriate records from the previous school to complete a study of eligibility requirements. The evaluation, eligibility, placement, and service delivery match will take place within ninety days of receiving records.
PROGRAM PERSONNEL AND RESPONSIBILITIES Personnel Board of Education
Superintendent Assistant Superintendent for Instruction
Grade Level Service Delivery Option Role
Governance System Countywide
Developing policies Evaluation and approval of AIG local plan
District Level Administration
Coordinating curriculum and instruction across the Supervising administrative and teaching staff Designing and implementing staff Development consistent with AIG plan Providing support for the AIG program
Principals
K –12
Director of Special Programs (AIG)
District Level Administration of Special Programs
Assistant Principal
Responsibilities
K – 12
Planning and providing appropriate staff developme ensure the delivery of differentiation in regular edu classrooms Providing leadership and support for implementatio assessment for the AIG program Delegating responsibilities as appropriate at the sch level Monitoring compliance with local, state, and federa guidelines Communicating needs and concerns to appropriate personnel Overseeing procedures for identifying and placing students Coordinating AIG personnel activities Overseeing record keeping and budget Assisting with planning staff development Communicating with parents and community
Assisting with implementation of AIG program at s level Delegating responsibilities as appropriate at school Providing leadership for implementation and assess of AIG program
LINKS TO OTHER SCHOOL SYSTEM INITIATIVES PROGRAMS The Cherokee County Schools’ Plan for Academically and Intellectually-Gifted Education will be implemented in conjunction with numerous other local initiatives to provide an excellent overall service delivery model for gifted children. Following is a summary of the connection between various other programs and excellent service options for gifted students in Cherokee County Schools.
Cherokee County Schools Strategic Plan: The highest achievement of all students is the heart of this plan. Achievement will be measured in all state mandated areas of accountability, K – 12. Appropriate matching of gifted students with challenging service options will enhance achievement of this group of students. Acceleration and enrichment will maximize mastery achievement and level of potential of gifted students. North Carolina Accountability Model – The New ABCs: This state mandated model is the framework for continuous school improvement toward established goals within a context of local flexibility and control. The Plan for the Gifted Education allows local schools flexibility and control in creating and delivering service options; however, as with the state plan, a rigorous evaluation of individual student performance will be coupled with this flexibility. Basic skills areas include reading, writing, and mathematics, with additional emphasis on computer literacy, critical thinking, and effective oral and written communication. Curriculum Alignment: Cherokee County Schools continues to make progress in vertical and horizontal alignment of the K – 12 curriculums. The goal is to provide opportunities for students to explore content with optimal levels of breadth and depth. Such alignment is in perfect harmony with acceleration and enrichment specified in the Plan for Gifted Education. Workforce Development Programs-Career Pathways: These initiatives have as their goal the best preparation for the world of work for all students, from those planning to do semi-skilled factory work to skilled technicians to doctors. Course selection and sequencing along with shadowing, internships, and apprenticeships will enhance the career preparation for gifted students. These programs will provide valuable job-based experiences currently unavailable to many students, particularly those who may be academically and intellectually-gifted. Cherokee County School’s Restructuring Efforts: From the block schedule to after-school programs to curriculum enhancement, the restructuring efforts will greatly benefit the gifted students. Providing more and varied time for community and family enrichment, offering greater in-depth study and laboratory activities in content areas, providing opportunities for exploring cultural arts, and expanding course offerings ranging from SAT Preparation to college level courses at Tri-County Community College. In addition, advanced math and science courses will be offered through the Cybercampus. Other courses through Starnet and Learn NC will provide other opportunities for the gifted student.
Cherokee County Schools Technology Plan: For students with a special interest or ability in technology, the plan addresses the student needs at an increased level. Moreover, the plan provides greater mastery for all students and remediation for those students, even those who may be identified as gifted, who have not achieved proficiency levels. Southern Association Accreditation: With the School Renewal format used at all elementary schools, middle schools and the National Study of School Evaluation (School Improvement) format used at the high schools, all Cherokee County schools are on a continuum of improvement. The major emphasis is curriculum/instruction, school climate, communication, planning, and staff development. Each of these areas will be enhanced by the Plan for Gifted Education, and the plan will enhance efforts in each area for accreditation purposes. Personnel Recruitment and Training: Perhaps no other factor has more impact than qualified and caring teachers. Gifted certification is a factor in our recruitment efforts and hiring decisions.
PROCEDURE TO RESOLVE DISAGREEMENTS In the case that parent/guardian do not agree with Cherokee County Schools’ decisions that a student not be identified as academically/intellectually-gifted or if the AIG service(s) offered are not considered by the parent/guardian to be appropriate, the following procedure will be utilized to resolve disagreements: 1. School Level Committee Conference The parent/guardian may request a conference with the school-based committee to discuss concerns. The school-based committee will review records and gather any additional information as needed. A conference will be granted within 10 school days of the request. Principal Conference If the disagreement is not resolved through the committee conference, the parent may make a written request for a conference with the principal. The principal will review the recommendation given by the committee and responds in writing to parents within 10 school days. 2. Central Office Level Special Programs Director The parent/guardian may appeal the principal’s decision in writing to the Special Programs Director within 5 days of receiving response. The Special Programs Director will review the decision and respond in writing within 10 days of receiving the appeal. Superintendent/Assistant Superintendent The parent/guardian may appeal the Special Programs Director’s decision in writing to the Superintendent/Assistant Superintendent within 10 days of receiving response. The Superintendent/Assistant Superintendent will review the decision and respond in writing within 10 days of receiving the appeal. If the disagreement is not resolved after appeals at both levels, the parent/guardian may appeal to the Board of Education.
GUIDELINES FOR BEST PRACTICES IN EDUCATION of CHILDREN WHO ARE GIFTED Coleman & Gallagher (1995) 1. Children who are gifted form a diverse group with a variety of needs; therefore, they require a range of service options. 2. Children who are gifted learn at a faster rate than other children of their age, experience, and environment; therefore, they can often move through the curriculum at a more rapid pace (which is developmentally appropriate for them). 3. Children who are gifted share the ability to think with more complexity and abstraction than other children of their same age, experience, and environment; therefore, they required differentiation in the curriculum. 4. Children who are gifted have some unique social needs and may feel “different” from other children of their age, experience, and environment; therefore, they may need access to appropriate counseling and support to assure their affective well-being. 5. Because of their different learning and social needs, children who are gifted require time with others who are similar to them in order to establish cognitive relations and to facilitate their academic and social growth. 6. Some children who are gifted may not be reaching their potential. In fact, they may not even be recognized as gifted. This may be particularly true of students with limited opportunities for their giftedness to develop. 7. Because the learning needs of children who are gifted are different from other children of their age, experience, and environment, teachers responsible for these students must have an appropriate base of knowledge and skills to meet these needs and should enjoy working with these students. 8. When an appropriately differentiated education is not provided, children who are gifted do not thrive in school and may even suffer cognitive or affective harm. 9. Services for children who are gifted must be part of an overall educational program that supports excellence for all students. This “excellence” must include opportunities for advanced students. 10. The early educational experiences of potentially gifted students help to shape their learning habits; therefore, it is essential that young students with high abilities have access to appropriately stimulating and challenging education to help ensure that their potential is developed. 11. When given appropriate educational opportunities, children who are gifted will become increasingly knowledgeable; therefore, their needs for differentiation increase as well, as compared to others of their age, experience and environment. 12. Potentially gifted students from culturally diverse or economically disadvantaged families and students with disabilities are often overlooked for gifted programming; therefore, special efforts may be needed to ensure that these students are recognized and served.
CHEROKEE COUNTY SCHOOLS SCREENING/NOMINATION FORM FOR AIG Please complete all fields. Student’s Name: ____________________________________ School: _________________________ Date of Birth: __________________ Age: ____________ Grade/Teacher _____/_________________ SIMS #: ______________________ Social Security #: ___________________ Race: _____________ Parent/Guardian: ____________________________________ Phone: _________________________ Address: __________________________________________________________________________ Referring Person: ________________________________ Relationship to Student: _______________
OBSERVABLE STUDENT BEHAVIORS: Indicators of characteristics of giftedness. If not included with this form, the behaviors checklist is available from the AIG teacher. STUDENT PERFORMANCE: Indicator of student’s demonstrated mastery In the table below, please provide numerical grade averages for previous years as well as current scores for this year.
Grade Placement
Numerical Grade Averages Writing/Language Reading/Literature Math Arts
Overall
STUDENT ACHIEVEMENT: Indicator of a student’s knowledge Please provide the achievement percentile scores from the student’s folder. Achievement Results in Percentiles Test NC-EOG NC-EOG
Date
Reading
Math
Writing
Other
Date: ___________________________
STUDENT INTEREST: Indicator of a student’s areas of focus and/or curiosity 1. Rate this student’s enjoyment of school: ( ) none ( ) little ( ) moderate ( ) much 2. Rate this student’s enjoyment of academic pursuits and assignments: ( ) none ( ) little ( ) moderate ( ) much 3. Rate this student’s level of intellectual curiosity: ( ) none ( ) little ( ) moderate ( ) much 4. Rate this student’s ability to generate questions & desire to know how and why ( ) none ( ) little ( ) moderate ( ) much 5. Rate this student’s level of involvement in explorative/investigative activities: ( ) none ( ) little ( ) moderate ( ) much 6. Rate this student’s level of perceptiveness (alert, and observant beyond years): ( ) none ( ) little ( ) moderate ( ) much 7. Rate this student’s awareness of many stimuli: ( ) none ( ) little ( ) moderate ( ) much 8. Rate this student’s overall interest level compared to typical pupils of the same age: ( ) none ( ) little ( ) moderate ( ) much STUDENT MOTIVATION TO LEARN: Indicator of a student’s need for differentiation based on his/her commitment to learning experiences. 1. Rate this student’s persistence/desire to follow through on work in his/her own interests: ( ) none ( ) little ( ) moderate ( ) much 2. Rate this student’s persistence/desire to follow through on work in assigned tasks: ( ) none ( ) little ( ) moderate ( ) much 3. Rate this student’s ability to maintain concentration on work in his/her own interests: ( ) none ( ) little ( ) moderate ( ) much 4. Rate this student’s ability to maintain concentration on work in assigned tasks: ( ) none ( ) little ( ) moderate ( ) much 5. Rate this student’s responsiveness or how easy it is to motivate them: ( ) none ( ) little ( ) moderate ( ) much 6. Rate this student’s responsiveness to adult suggestions and questions: ( ) none ( ) little ( ) moderate ( ) much 7. Rate this student’s self-initiative or how much help they need in knowing what to do: ( ) none ( ) little ( ) moderate ( ) much 8. Rate this student’s willingness to pursue individual interests: ( ) none ( ) little ( ) moderate ( ) much 9. Rate this student’s enjoyment of challenges-i.e. difficult problems, issues and materials: ( ) none ( ) little ( ) moderate ( ) much 10. Rate this student’s overall level of task commitment compared to typical pupils of the same age: ( ) none ( ) little ( ) moderate ( ) much
Gifted Behavior Scale
Student’s Name: _________________________________________ Date: ___________________________
Person Completing this Form: ______________________________ Relationship to Student: ____________
Please complete the following checklist by circling the number which best represents your observations of the student.
LEARNING CHARACTERISTICS
Not Observed
Occasionally Observed
Usually Observed
Almo Alway Observ
Not Observed
Occasionally Observed
Usually Observed
Almo Alway Observ
Uses a more advanced vocabulary than others his/her age, or grade level Had a good memory and can recall information easily Tries to discover the how and why of things; asks many questions about how things or people “tick” Looks for and can quickly see similarities and differences in events, happenings, people and things Sees more or gets more out of a story, film, or other experiences than others his/her age and with whom he/she associates Is interested in and expresses a desire to read; has mastered reading skills beyond those of his/her age and with whom he/she associates Tries to understand difficult materials; reasons things out for himself/herself Sees and gives logical and common sense answers MOTIVATIONAL CHARACTERISTICS Becomes absorbed in projects and activities Is bored with routines Needs little motivation from others to pursue Strives for perfection Prefers to work alone Is interested in a variety of topics and activities Perseveres in belief Likes to organize things, people, and activities Is quite concerned with right and wrong; good and bad
Comments: _____________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
INITIAL NOMINATION NEEDS DETERMINATION TEAM DECISION
Student Name ______________________________________________________________________ A. First Meeting
Date
_____/_____/_____
Based on information gathered during the screening process, it is the decision of this team to: ( ) Wait and watch for further indications of need for differentiation in gifted education ( ) Notify parents of need for further assessment and review; Send DEC 2/GE ( ) Other: __________________________________________________________________________ Comments: _________________________________________________________________________ __________________________________________________________________________________ NDT Participation Position
Signature
Date
Regular Teacher
__________________________________________
_____/_____/_____
AIG Teacher
__________________________________________
_____/_____/_____
Principal
__________________________________________
_____/_____/_____
Other
__________________________________________
_____/_____/_____
********************************************************************************** B. Second Meeting (only if needed)
Date
_____/_____/_____
Based on information gathered during the screening process, it is the decision of this team to: ( ) Wait and watch for further indications of need for differentiation in gifted education ( ) Notify parents of need for further assessment and review; Send DEC 2/GE ( ) Other: __________________________________________________________________________ Comments: _________________________________________________________________________ __________________________________________________________________________________ NDT Participation Position
Signature
Date
Regular Teacher
__________________________________________
_____/_____/_____
AIG Teacher
__________________________________________
_____/_____/_____
Principal
__________________________________________
_____/_____/_____
Other
__________________________________________
_____/_____/_____
CHEROKEE COUNTY SCHOOLS ACADEMICALLY/INTELLECTUALLY GIFTED PROGRAM Parental Permission for Assessment & Review Date Sent: _____/_____/_____
To the Parent(s)/Guardian(s) of ____________________________________________, (Name of Student)
Your child is being nominated/re-evaluated to determine if he/she is in need of differentiated educational services. During this process multiple indicators of potential giftedness will be assessed to determine need and eligibility for services. Achievement, aptitude, and interest are some of the areas which will be considered. Please sign below and return to school if you give permission for these assessments. Also, information supplied by parents and guardians can frequently be helpful in the evaluation of a student’s abilities and in planning educational programs. If such information is needed at this time, you will find parent and student interest inventories enclosed. Please complete, sign, and return this information to __________________________________ Name of Person
at ________________________________ School. Phone number _____________________________ Any questions you have may also be directed to this person. Thank you for your time and attention.
_____ I give permission for my child to take an aptitude, achievement, and/or interest test. _____ NO, I DO NOT give permission for my child to be tested. ________________________________________ Parent/Guardian Signature
________________________________________ Date
Please return this form as soon as possible. Date returned to school: _____/_____/_____
CHEROKEE COUNTY SCHOOLS PARENT INTEREST INVENTORY Student’s Full Name: ____________________________________________ Date _____/_____/_____ Social Security # ______________ Race _____Gender _____ Date of Birth: ____________ Age _____ Phone # _________________________ Address: __________________________________________ 1. Child resides with:____________________________ Relationship to child: __________________ 2. Languages (s) spoken in the home? ____________________Primary language:________________ 3. Child’s development (developmental milestones, walking, talking, etc.) have generally been: ( ) delayed
( ) average
( ) early for age
Comments: ________________________________________________________________________ 4. Please describe your child’s attitude toward school. ______________________________________ __________________________________________________________________________________ 5. List your child’s special strengths & abilities. __________________________________________ __________________________________________________________________________________ 6. List your child’s special needs or problems. ___________________________________________ __________________________________________________________________________________ 7.
How does your child spend his/her spare time? What are his/her special interests, hobbies, or collections? ________________________________________________________________________
__________________________________________________________________________________ 8. List memberships in out-of-school clubs or groups. Include honors, recognitions, competitions, and contests. ___________________________________________________________________________ __________________________________________________________________________________ 9. What special lessons, training, or learning opportunities has your child had outside of school? __________________________________________________________________________________ __________________________________________________________________________________ 10. In what other extra-curricular activities has your child participated? ________________________ __________________________________________________________________________________ 11. What other things would you like us to know about your child? __________________________________________________________________________________ __________________________________________________________________________________ Form Completed by: _______________________ Relationship to Student: ______________________
CHEROKEE COUNTY SCHOOLS STUDENT INTEREST INVENTORY Student’s Full Name: __________________________________________ Date _____/_____/_____
1. Please describe your attitude toward school: ____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 2. What are your favorite school subjects/activities? _______________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 3. How much time do you spend reading for pleasure each week? _______ hours What are your reading interests? (Favorite books – types, titles, etc.) ________________________ __________________________________________________________________________________ __________________________________________________________________________________ 4. How do you spend your spare time? What are your special interests, hobbies, or collections? __________________________________________________________________________________ __________________________________________________________________________________ 5. List memberships in out-of-school clubs or groups. Include honors, recognitions, competitions, and contests. _______________________________________________________________________ __________________________________________________________________________________ 6. What special lessons, training, or learning opportunities have you had outside of school? __________________________________________________________________________________ __________________________________________________________________________________ 7. In what other extra-curricular activities have you participated? _____________________________ __________________________________________________________________________________ __________________________________________________________________________________ 8. What other things would you like us to know about you? __________________________________________________________________________________ __________________________________________________________________________________
( ) Other: _________
CHEROKEE COUNTY SCHOOLS INVITATION TO CONFERENCE/PRIOR NOTICE Date Sent: _____/_____/_____ (Note: Retain a copy in student’s folder) To the parents/guardians of ______________________________________________________: For a student to receive the education he/she needs, it is important for the school and the parents to work together. We are requesting that you attend a conference to discuss your child’s educational needs. At this meeting we would like to discuss one or more of the following: ( ) Evaluation results ( ) Ways to meet the educational needs of your child ( ) Development or change a Differentiated Education Plan (DEP) or Individual Differentiated Education Plan (IDEP)
( ) Change in placement
The following people will be involved with the meeting: AIG Teacher: _____________________________ Principal: ________________________________ Parent: __________________________________
Regular Teacher: __________________________ LEA Rep. ________________________________ Other: ___________________________________
The meeting is scheduled for _________________________ date at __________________________ time and ____________________________________________________________________________ place. We look forward to meeting with you at this time. If you need to contact us for any reason, please call the AIG teacher named below at _________________________________ phone number. Sincerely, ______________________________________________________________
Academically/Intellectually Gifted (AIG) Teacher PLEASE CHECK, SIGN AND RETURN TO SCHOOL: ( ) I will be present for the conference ( ) I cannot meet at this time. I will contact the school in order to arrange another time. ( ) I cannot meet at this time. Please contact me to arrange another time. Phone: (____) ___________ Parent/Guardian Signature: _____________________________________________ Date: _____/_____/_____ 2nd Notice _____/_____/_____ Type of Notice: _____________________________ 3rd Notice _____/_____/_____ Type of Notice: _____________________________ Date returned to school: _____/_____/_____
DEC 3 CHEROKEE COUNTY SCHOOLS INDIVIDUAL STUDENT ELIGIBILITY PROFILE AND SUMMARY OF RESULTS FOR ACADEMICALLY/INTELLECTUALLY GIFTED
Student’s Name: _______________________________________________ School: __________________________ Date of Birth: __________________________ Age: ______________ Sex: ______________ Race: _____________ Grade/Teacher _____/______________________ Parent/Guardian: _____________________________________ Phone: _______________________________ Address: _________________________________________________ Referring Person: ____________________________________ Relationship to Student: _____________________ Purpose: _____ Initial Referral _____Re-evaluation Date of Conference _________________________ This process reflects the use of multiple indicators of giftedness to be considered in the eligibility for services decision. Check relevant areas and attach appropriate documentation. Student must meet five out of six criteria to be eligible for services.
Observation of Student Behaviors
> 114
Student Achievement
> 146
______ Gifted Behavior Scale-Date ________
Please indicate test name and date.
______ Other _________________________
NC-EOG Date _________________ Reading ______________________________ Math ________________________________
_____________________________________
> 92%
> 99
> 92%
> 99
> 20/30
> 25
Other Date ________________ Reading ______________________________ Math ________________________________ Writing ______________________________ Composite ____________________________
Student Performance Grades
> 93%
Student Aptitude
> 97%
Date _________________
Test _______________ Date _____________ Verbal ________ % NonVerbal ________ % Composite ________ %
Reading/Literature _______________________
Math ________________________________ Writing/Language Arts ____________________ Overall ______________________________
Test _______________ Date _____________ Verbal ________ % NonVerbal ________ % Composite ________ %
Other ________________________________
Student Interest
> 18/24
Student Motivation to Learn
> 20/24 `
_____Teacher Observation
Date ________
_____Teacher Observation
Date ________
_____ Inventory
Date ________
_____ Student Participation & Task Commitment* *With some students, this area may be muted by unfavorable environmental/experiential circumstances. For “underachievers”, a case study may be important to reflect the student’s specific areas of need. An IDEP should be considered and additional information collected. Attach case study.
Original Copy: AIG Student folder Second Copy: Parent/Guardian Sent/given: _____/_____/_____
CHEROKEE COUNTY SCHOOLS DIFFERENTIATED EDUCATION PLAN (DEP) PROGRAM SERVICE OPTIONS GRADES K-5 Student ______________________________________________ Grade ______________________ School _______________________________________________ Teacher____________________ These services may be provided by the classroom teacher, the AIG teacher, the school, the school system, or the local community. Learning Environment Content Modification Special Programs These services will be provided primarily by the classroom teacher.
These services will be provided primarily by the classroom teacher.
□ In-Class Flexible Grouping
□ Classroom Centers
□ □ □ □ □ □ □ □ □
Subject Grouping Cluster Grouping Resource Support Resource Services o Inclusion o Pull-Aside Acceleration by Subject Grade Acceleration Subject Skipping Early Admission ___________________
□ Accelerated Reading Program
□ Accelerated Math Program □ Advanced Writing Projects □ Computer-Based Instruction
□ □ □ □ □ □ □
Differentiated Units Thematic Units Independent Study Academic Enrichment Interest-based Enrichment Curriculum Compacting _____________________
□ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □
□
□
□ Original Copy: AIG Student folder Second Copy: Parent/Guardian Sent/given: _____/_____/_____
Battle of the Books Junior Beta Club Reading Incentive Program Continental Math League WordMasters Odyssey of the Mind 4th/5th TIP Program Chorus In-House News Program National Current Events League Super Saturday Field Trips DAR Essay Civic Oration Special Interest Speakers Contests/Competitions: ______________________ ______________________ Community Service Projects: ______________________ ______________________ ______________________ Special Interest Groups/Clubs: ______________________ ______________________ ______________________ Extracurricular Teams: ______________________ ______________________ ______________________ Summer Programs: ______________________
CHEROKEE COUNTY SCHOOLS DIFFERENTIATED EDUCATION PLAN (DEP) PROGRAM SERVICE OPTIONS GRADES 6-8 Student ______________________________________________ Grade ______________________ School _______________________________________________ Teacher____________________ These services may be provided by the classroom teacher, the AIG teacher, the school, the school system, or the local community. Learning Environment Content Modification Special Programs These services will be provided primarily by the classroom teacher.
These services will be provided primarily by the classroom teacher.
□ □ □ □ □ □
□ Accelerated Reading Program
□ □ □ □ □ □ □
In-Class Flexible Grouping Across Team Grouping Subject Grouping Cluster Grouping Resource Support Resource Services o Inclusion o Pull-Aside Acceleration by Subject Grade Acceleration Subject Skipping Virtual High School/online learning Mentor Training Individualized Plan ___________________
□ □ □ □ □
Accelerated Math Program Advanced Science Accelerated/Advanced Classes Accelerated/Advanced Programs
Advanced Writing Projects
□ Computer-Based Instruction
□ □ □ □ □ □
Differentiated Units Independent Study Academic Enrichment Interest-based Enrichment Curriculum Compacting _____________________
□ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □
□
□
□
Original Copy: AIG Student folder Second Copy: Parent/Guardian Sent/given: _____/_____/_____
Junior Beta Club Battle of the Books Reading Incentive Program Continental Math League Spelling Bee Word Masters Science Fair Odyssey of the Mind After School Enrichment TIP Program Chorus In-House News Program National Current Events League Envirothon Super Saturday Field Trips DAR Essay Civic Oration Soil/Water Conservation Project Talent Search Special Interest Speakers Contests/Competitions: ______________________ ______________________ Community Service Projects: ______________________ ______________________ ______________________ Special Interest Groups/Clubs: ______________________ ______________________ ______________________ Extracurricular Teams: ______________________ ______________________ ______________________ Summer Programs: ______________________
CHEROKEE COUNTY SCHOOLS DIFFERENTIATED EDUCATION PLAN (DEP) PROGRAM SERVICE OPTIONS GRADES 9 - 12 Student ______________________________________________ Grade ______________________ School _______________________________________________ Teacher____________________ The needs of the vast majority of academically/intellectually gifted students are met through student-selection of Honors or AP courses. If your child demonstrates a need for differentiation beyond the already rigorous standard, you should arrange a conference with that teacher when it becomes clear the course itself is not offering sufficient challenge.
Learning Environment These services will be provided primarily by the classroom teacher. □ Open Enrollment/Advanced Classes
□ Honors Courses □ Advanced Placement Courses □ Dual Enrollment College/University Courses □ Internship Program □ Specialized Electives □ Resource Support □ Virtual High School/Online Learning □ Interactive Television Distance Learning □ Early College High School □ ______________________
Content Modification
Special Programs
These services will be provided primarily by the classroom teacher.
□ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □
Computer-based Instruction Honors English I Honors English II Honors English III Honors English IV AP English Foreign Language AP Spanish Geometry Honors Algebra I Honors Algebra II Honors-Advanced Math Pre Calculus AP Calculus Honors US History AP US History Honors Biology Earth/Environment Science Physical Science Biology II AP Biology Chemistry Physics Civics & Economics Honors World History Advanced/AP Art _____________________ ______________________ ______________________ SAT Prep Independent Studies ______________________ ______________________
Original Copy: AIG Student folder Second Copy: Parent/Guardian Sent/given: _____/_____/_____
□ TIP Program □ Beta Club □ Odyssey of the Mind □ Quiz Bowl □ Enrichment Opportunities □ Senior Project □ Talent Search □ Envirothon Team □ Journalism □ NC Academic Scholars Program □ NC School of the Arts □ NC School of Math/Science □ Governor’s School □ Governor’s Page Program □ Chorus □ Summer Ventures □ Dream Team Ambassadors □ Field Trips □ Contests/Competitions: ______________________ □ Special Interest Groups/Clubs: ______________________ ______________________ ______________________ □ Community Service Projects: ______________________ ______________________ ______________________ □ Extracurricular Teams: ______________________ ______________________ ______________________ □ Summer Programs: ______________________
Date Sent: _____/_____/_____ (Retain copy in student folder)
Dear Parent(s)/Guardian(s): Students in high school have the prerogative to self-select their courses of study based on requirements for graduation, personal interests, and personal strengths. The needs of the vast majority of academically/intellectually gifted students are met through student-selection of Honors or AP courses. During your child’s high school years, teachers in the Honors and AP classes will meet the educational needs of the gifted students. Typically the objectives will be uniform for all students in these classes since the classes themselves differentiate the standard course of study. If your child demonstrates a need for differentiation beyond the already rigorous standards, you should arrange a conference with that teacher when it becomes clear the course itself is not offering sufficient challenge. Yearly performance reviews will be accomplished through ongoing communication from the teacher, progress reports, report cards, and any end-of-course or AP exams the student might take. A guidance counselor at the high school will follow the progress of academically/intellectually gifted students by reviewing the transcripts of those students. The counselors will be scrutinizing the records to identify students who do not meet expectations and the situation will be evaluated. The counselors will also be responsible for providing students with any information concerning scholarships, Governor’s School, the School of Science and Math, etc. If I can help you or your child at anytime during this high school year, please so not hesitate to call on me.
Sincerely,
Teacher of the Academically/Intellectually Gifted Phone Number ___________________________
CHEORKEE COUNTY SCHOOL Individual Differentiated Education Plan (IDEP) Kindergarten-Grade 12
Student ______________________________________________ Grade ______________________ School _______________________________________________ Teacher____________________ Rationale for Differentiation
Instructional Objectives
_______________________ Objectives (if applicable)
Description of Service Option
Original Copy: AIG Student folder Second Copy: Parent/Guardian Sent/given: _____/_____/_____
CHEROKEE COUNTY SCHOOLS PLACEMENT RECORD AND PARENTAL PERMISSION FOR DIFFERENTIATED SERVICES IN GIFTED EDUCATION
NEEDS DETERMINATION TEAM DECISION Student ______________________________________________ Date __________________
______ No services recommended at this time. ______ Watch for further indications of need. ______ Differentiated services recommended; appropriate Differentiated Education Plan (DEP) attached.
Purpose: Initial ______ Review ______ Re-eval ______ Other ______
______ K – 5
______ 6 – 8
______ 9 – 12
______ Individualized Differentiation Education Plan recommended; IDEP attached Comments: _________________________________________ ___________________________________________________ ___________________________________________________
Signatures of Committee Members Parent _________________________________________ Date ___________ Regular Teacher _________________________________________ Date ___________ AIG Teacher _________________________________________ Date ___________ Principal/Asst. _________________________________________ Date ___________ LEA Representative _________________________________________ Date ___________ Other _________________________________________ Date ___________
Parent Permission for Participation in a Differentiated Education Program I agree for my child to participate in a differentiated education program as outlined on the Differentiated Education Plan (DEP) or Individual Differentiated Education Plan (IDEP). I have received a copy of Rights in Gifted Education. Parent Signature _________________________________________ Date ___________ Original: Student AIG Folder Copy: Parent/Guardian; Sent/given _____/_____/_____
CHEROKEE COUNTY SCHOOLS AIG YEARLY PERFORMANCE REVIEW Student _______________________________ School ____________________ Grade ______ Teacher Completing Assessment ________________________ Date of Assessment _____/_____/_____
Each year it is important that we review your child’s progress in the service options of his/her Differentiated Education Plan (DEP). Enclosed you will find a copy of the DEP plan. Below is the Yearly Performance Review report. This report includes recommendations for next year.
Instructional Objectives of Program Service Option(s)
Instructional Objectives are indicated in the attached DEP/IDEP, the AIG student’s academic program proposed differentiation in the following program service delivery options.
Assessment Data
Assessment is based on the following: ( ) Report Card/Transcript ( ) Standardized Test: EOG/EOC/etc. ( ) Documentation of Participation ( ) Other ______________________________
Recommendations for next year: ( ) Continue in differentiated education ( ) Conduct re-evaluation to determine need for continued differentiation Thank you for your continued cooperation.
Comments:
Original: AIG Student Folder 2nd Copy: Parents/Guardians
sent/given _____/_____/_____
